Supervising and Coaching Special Education Teachers

Kristen Hendrixson

Scot Beckerman

Grand Canyon University

EAD 530 Improving Teacher Performance and Self-efficacy

Date: April 19, 2023

 In preparing for an evaluation of a special education teacher as an administrator we must

have an understanding of the structure and expectations of the classroom.  The Council for

Exceptional Children says special education teacher evaluations to be effective must be based on

an understanding of the teacher’s specific role, the effectiveness of interventions and practices,

and indicators of student growth in their classrooms (Council for Exceptional Children, 2012).

This assignment asked me to create questions to use during the pre-conference with a special

education teacher. 

During the pre-conference, the following questions may be addressed: 

What questions might you ask about their lessons (i.e., objectives, state standards being

addressed, activities, assessments, and materials)? What questions might you ask that would

provide you with information about the students’ IEPs, accommodations, specific disabilities,

etc?

 What are the unique circumstances in the classroom setting where you will be observed?

The teacher would answer the type of class they are teaching, ie: self-contained indicating

if the class is an autism room, BD or MD class, resource room, or inclusion class. 

 When I enter the room what are the dynamics of the classroom? The teacher’s response

would be about the structure of the classroom, for example, are the students at desks or
 tables, how many paraprofessionals are in the room, types of disabilities in the

classroom,  the classroom routine, and the way they usually deliver instruction. 

 What are the standards and objectives that will be covered in the lesson and what is your

desired outcome?  The teacher's response would be how the state standards and the

student's individual goals connect to the lesson and their expectations for what the

students will learn. 

  Does each student have a specific objective they would need to accomplish or is the

outcome the same for all students? The teacher would answer how they will integrate the

student's individual IEP goals and accommodations into the lesson. 

 Will the lesson be a teacher-directed lesson or will the student be in groups or centers?

The teacher would explain how and who will be presenting the activity, and what I will

see in each of the situations. 

What questions might you ask to identify the teacher's plan to differentiate instruction?

 What strategies do you use to differentiate student instruction? The teacher should

include strategies that will be included in her instruction for example scaffolding of

concepts, modification, and accommodations in the student's IEP. 

What questions might you ask to identify areas where the teacher believes students struggle, and

how will the teacher address these areas?

 Give examples of the types of interventions that are used in the classroom.  The teacher

would reply with the different types of interventions they may use in the classroom.

Examples of this intervention can be found in the article,  Types of Interventions in the

Classroom, there are four key components that will remove the educational barriers in the

classroom these components:  first is a proactive approach this approach deals with
 providing interventions before the students' educational gap becomes too large.  The next

intervention is an intentional approach this intervention targets and addresses specific

observed weaknesses.  Another intervention the teacher can use is formal interventions

that address a specific need and tracks the progress of the student.  The last intervention

is flexible, this intervention makes adjustments based on the student's needs (Lynch,

2019). 

What questions might you ask to determine the teacher’s understanding of students’ prior

knowledge and how, if at all, it has guided the instructional planning for this lesson?

 What type of diagnostic test have you given to the students? The teacher's response

would be the types of pre and post-assessments that are given, school-wide assessments

such as IReady diagnostics.

 How will you use this information to plan your specific lesson? The teacher will respond

with how they will use the information to plan instruction appropriate for each student.

 What will be the assessment tool for this specific lesson? How will you use the results?

The teacher will respond about how they will assess the projected outcome of the lesson

and how they will use the data collected in future lessons. 

What questions might you ask to determine the teacher’s classroom management plan and any

behavior intervention plans for individual students?

 What are your strategies for classroom management of the class?  The teacher will

response should include the article, the way they established a relationship with the

students, how a positive learning environment was established, the classroom

 expectations, and the way you praise your students for meeting expectations (Banks,

2020). 

 What is your behavior management plan?  The teacher's response would include

strategies that are used to monitor and modify students' behavior. 

 A pre-conference with a special education teacher should be a “collaborative discussion prior to

conducting observations” (New Jersey Education Association, 2015 pp. 2). These conversations

should reflect the teacher's instruction, modifications, and accommodations they use in their

classrooms and how they connect to the school's curriculum (New Jersey Education Association,

2015).  In conclusion, during the post-conference, I would give the teacher the opportunity to

clarify any questions I would have about her classroom structure and routine. I would give the

teacher an opportunity to give their feedback on the lesson, then I would provide them with

feedback and suggestions. 

 References

Banks, A. (2020, August 4). Special Education Classroom Behavior Management Strategies for K12.

https://insightstobehavior.com/blog/special-education-classroom-behavior-management-

strategies-k12/

Council for Exceptional Children. (2012, October 6). CEC's Position on Special Education Teacher

Evaluation. https://exceptionalchildren.org/sites/default/files/2020-08/just%20TE

%20position.pdf

Lynch, M. (2019, October 15). Types of Classroom Interventions. https://www.theedadvocate.org/types-

of-classroom-interventions/

New Jersey Education Association. (2015, December 1). Special Education and Teacher Evaluation.

Retrieved April 12, 2023, from https://www.njea.org/special-education-and-teacher-evaluation/